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Computers & Education

October 2019 Volume 139, Number 1

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Table of Contents

Number of articles: 14

  1. Learning to be better at the game: Performance vs. completion contingent reward for game-based learning

    Juneyoung Park, Seunghyun Kim, Auk Kim & Mun Y. Yi

    The difficulty of designing intrinsically integrated game-based learning systems has led to alternative design strategies based on extrinsic integration. This study extends prior work on extrinsic ... More

    pp. 1-15

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  2. The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms

    James P. Bywater, Jennifer L. Chiu, James Hong & Vidhya Sankaranarayanan

    Research in teacher education highlights the importance of responding to student ideas. However, effectively noticing, interpreting, and then responding to students' mathematical ideas can be quite... More

    pp. 16-30

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  3. Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support

    Katharina Scheiter, Carina Schubert & Anne Schüler, Leibniz-Institut für Wissensmedien, Germany; Holger Schmidt & Gottfried Zimmermann, Media University Stuttgart, Germany; Benjamin Wassermann, University of Tübingen, Germany; Marie-Christin Krebs & Thérése Eder, Leibniz-Institut für Wissensmedien, Germany

    The goal of the study was to develop an adaptive, gaze-contingent learning environment that would support learners in their information-processing behavior when learning from illustrated texts. To ... More

    pp. 31-47

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  4. Enhancing creativity through aesthetics-integrated computer-based training: The effectiveness of a FACE approach and exploration of moderators

    Yu-chu Yeh, Elisa Marie Rega & Szu-Yu Chen, Institute of Teacher Education, Taiwan

    The majority of creativity enrichment research has focused on creative skills pertaining to originality which is assessed by divergent thinking tests. This study aimed to explore a new-paradigm for... More

    pp. 48-64

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  5. Diving into the particle model: Examining the affordances of a single user participatory simulation

    Elon Langbeheim, Department of Science Teaching, Israel; Sharona T. Levy, Department of Learning Instruction & Teacher Education, Israel

    What does participating as an entity in a simulation of a complex system contribute to learning? We compare the learning gains of eighth-grade students in a U.S. public school who used a Single... More

    pp. 65-80

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  6. Fostering both extensive and intensive threaded discourse—Discussion thread development and class size

    Mingzhu Qiu

    This study aims to explore asynchronous discussion thread initiation and development in length of different class sizes based on analyses of 25 graduate-level courses and 22 interviews. It also... More

    pp. 81-101

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  7. Mobile virtual reality for musical genre learning in primary education

    Edoardo Degli Innocenti, Dept. of Information Engineering, Italy; Michele Geronazzo, Dept. of Architecture, Denmark; Diego Vescovi, Dept. of Information Engineering, Italy; Rolf Nordahl & Stefania Serafin, Dept. of Architecture, Denmark; Luca Andrea Ludovico & Federico Avanzini, Dept. of Computer Science, Italy

    Mobile virtual reality (VR) is increasingly becoming popular and accessible to everyone that holds a smartphone. In particular, digital didactics can take advantage of natural interaction and... More

    pp. 102-117

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  8. Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge

    Rianne A.M. Bouwmeester, Center for Education and Training; Renske A.M. de Kleijn, Centre for Teaching and Learning; Inge E.T. van den Berg, Department of Genetics; Olle Th.J. ten Cate, Center for Research and Development of Education; Harold V.M. van Rijen, Center for Education and Training; Hendrika E. Westerveld, Department of Internal Medicine

    Engagement with homework assignments is important to be able to actively process content during in-class activities in flipped classroom education. Active engagement with the content is assumed to ... More

    pp. 118-128

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  9. Enhancing metacognitive awareness of undergraduates through using an e-educational video environment

    Serhat Altıok, Department of Computer Education and Instructional Technologies at Kırıkkale University, Turkey; Zeynep Başer, Department of Western Languages and Literatures at Kırıkkale University, Turkey; Erman Yükseltürk, Department of Computer Education and Instructional Technologies at Kırıkkale University, Turkey

    Video portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers.... More

    pp. 129-145

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  10. A meta-analysis of media literacy interventions for deviant behaviors

    Xiaochun Xie & Xiaosong Gai, School of Psychology, China; Yong Zhou, School of Journalism and Communication, China

    The present meta-analysis tested the effects of media literacy interventions on deviant behaviors, such as alcohol, smoking, body dissatisfaction, and eating disorders. A thorough literature search... More

    pp. 146-156

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  11. Integrating academic type of social media activity with perceived academic performance: A role of task-related and non-task-related compulsive Internet use

    Ching-Ter Chang & Chang-Shu Tu, Department of Information Management, Taiwan; Jeyhun Hajiyev, National Taiwan University of Science and Technology, Taiwan

    The use of social media and compulsive Internet use among university students has become debatable concern due to both positive and negative effects on academic performance. Yet, little is known... More

    pp. 157-172

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  12. More confusion and frustration, better learning: The impact of erroneous examples

    J. Elizabeth Richey, Carnegie Mellon University, United States; Juan Miguel L. Andres-Bray, University of Pennsylvania, United States; Michael Mogessie, Carnegie Mellon University, United States; Richard Scruggs & Juliana M.A.L. Andres, University of Pennsylvania, United States; Jon R. Star, Harvard University, United States; Ryan S. Baker, University of Pennsylvania, United States; Bruce M. McLaren, Carnegie Mellon University, United States

    Prior research suggests students can sometimes learn more effectively by explaining and correcting example problems that have been solved incorrectly, compared to problem-solving practice or... More

    pp. 173-190

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  13. Student positions and web-based argumentation with the support of the six thinking hats

    Yu-Ren Lin

    The present study defined four types of stances/positions in students' argumentation regarding socio-scientific issues (SSIs): affirmative (A), oppositional (O), multiple (M), and non-committal (N)... More

    pp. 191-206

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  14. Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions

    Hui-Chen Lin, Graduate Institute of Applied Science and Technology, Taiwan; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan; Yaw-Don Hsu, Department of Neurology, Taiwan

    Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on ... More

    pp. 207-221

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